Something strange is happening at America’s colleges and universities. A movement is arising, undirected and driven largely by students, to scrub campuses clean of words, ideas, and subjects that might cause discomfort or give offense. Last December, Jeannie Suk wrote in an online article for The New Yorker about law students asking her fellow professors at Harvard not to teach rape law—or, in one case, even use the word violate (as in “that violates the law”) lest it cause students distress. In February, Laura Kipnis, a professor at Northwestern University, wrote an essay in The Chronicle of Higher Education describing a new campus politics of sexual paranoia—and was then subjected to a long investigation after students who were offended by the article and by a tweet she’d sent filed Title IX complaints against her. In June, a professor protecting himself with a pseudonym wrote an essay for Vox describing how gingerly he now has to teach. “I’m a […]
Tuesday, September 29th, 2015
The Coddling of the American Mind
Author: Greg Lukianoff and Jonathan Haidt
Source: The Atlantic
Publication Date: September 2015 Issue
Link: The Coddling of the American Mind
Source: The Atlantic
Publication Date: September 2015 Issue
Link: The Coddling of the American Mind
Stephan: Thomas Jefferson, upon founding the University of Virginia, where I went to school said: "This institution will be based on the illimitable freedom of the human mind. For here we are not afraid to follow truth wherever it may lead, nor to tolerate any error so long as reason is left free to combat it." Two centuries later something very different is happening in American education. It starts in pre-school and goes on all the way through university. We coddle students, we avoid controversies that are not easily reduced to bumper stickers, we discourage original thought if it makes people uncomfortable. This excellent essay discusses what this means at the university level. It's pathetic, and it is going to produce a generation of intellectual wimps, who lack the capacity for clarity and disciplined fact-based thought